Performance Funding Policy Impacts on STEM Degree Attainment

Autor/in	Li, Amy Y.
Titel	Performance Funding Policy Impacts on STEM Degree Attainment
Quelle	In: Educational Policy, 34 (2020) 2, S.312-349 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Amy Y.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904818755455
Schlagwörter	Educational Finance; Financial Support; Higher Education; STEM Education; Incentives; State Policy; Graduation Rate; Bachelors Degrees; Public Colleges; Kansas; New Mexico; Ohio; Pennsylvania; Arkansas; Illinois; Indiana; Arizona; Michigan; Maine; Minnesota; Mississippi; Nevada + Suchen Sie Ihr Suchwort? Bildungsfonds; Finanzielle Förderung; Hochschulbildung; Hochschulsystem; Hochschulwesen; STEM; Anreiz; 'Bachelor''s degrees'; Bachelor-Studiengang
Abstract	Performance funding policies for higher education allocate appropriations to public institutions based on student outcomes such as degree completions. This study investigates whether a special science, technology, engineering, and mathematics (STEM) incentive in 13 state performance funding policies leads to greater undergraduate degree completions in STEM fields. This study applies a conceptual framework of principal-agent theory and anticipatory policy effects. Incorporating a panel data set on 551 public 4-year institutions from 2003-2004 to 2014-2015, results from difference-in-differences analyses suggest that the STEM incentive increases total STEM bachelor's degrees completed as well as STEM bachelor's degrees completed as a proportion of all bachelor's degrees. Findings are robust to alternative specifications, suggesting that institutions are responding to the performance funding STEM incentive by graduating more students in these high-demand fields. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01